Explained: RISE consultation pushed back to this term
RISE consultation pushed back to this term is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
A government consultation on the broadening of its RISE school improvement teams’ remit has been delayed. RISE targeted support has only been given to “stuck” schools, those rated ‘requires improvement’ following an earlier below-good inspection grade.
Key details from the report
- But in documents published in September, the government said it would begin “informal engagement” with those deemed to have “low or concerning attainment”.
- The DfE added it would also sound out the sector over the autumn on “further options” to use the teams to address poor outcomes.
- But this week, the department confirmed the consultation has been pushed back to this term.
- Details will be “set out in due course”.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
